K12个性化教学场景下“AI + 教师”双师模式下师生关系的重构

The Reconstruction of the Teacher-Student Relationship in the “AI + Teacher” Dual-Teacher Model in K12 Personalized Teaching Scenarios

摘要: 在AI驱动的教育变革下，“AI + 教师”双师模式已成为K12个性化教学的关键形态。本文立足现象学具身性与后现象学技术中介视角，剖析传统师生关系的现实困境，阐释AI介入对互动逻辑的重塑，指出师生关系正由“单向权威”转向“协同共生共同体”。针对技术异化风险，构建了涵盖主体调适、制度建设与伦理嵌入的三维协同路径，并提出人机协同的课程设计与多元评价体系，旨在融合工具理性与人文价值，为高质量教育生态提供理论支撑与实践指引。

Abstract: Driven by AI-led educational transformation, the “AI + Teacher” dual-teacher model has emerged as a pivotal practice in K-12 personalized instruction. Drawing upon the perspectives of phenomenological embodiment and post-phenomenological technological mediation, this paper analyzes the practical dilemmas of traditional teacher-student relationships and elucidates how AI interventions reshape interaction logics. The findings indicate a fundamental paradigm shift from “unilateral authority” toward a “synergistic symbiotic community”. To mitigate the risks of technological alienation, this study constructs a three-dimensional collaborative framework encompassing subjective role adaptation, systemic institutional development, and techno-ethical embedding. Furthermore, it proposes principles for human-AI collaborative curriculum design and multifaceted evaluation systems. By integrating technological instrumental rationality with educational humanistic values, this research provides theoretical support and practical guidance for fostering a high-quality educational ecosystem.